Integrating Computer Ethics into the Computing Curriculum: A Framework for Implementation

Barnard, Andries; Ridder, Corne de; Pretorius, Laurette; Cohen, Eli

doi:10.28945/2619

Cited by 9 publications

(12 citation statements)

References 23 publications

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“…Academic disciplines usually have assumptions and principles which tend to be emphasised more in the curricula than other external requirements (Hammond & Bennett, 2002). Barnard, De Ridder, Pretorious, and Cohen (2003) also confirm that departmental pragmatics and logistics can have a major influence on the approach adopted for the curricula development. Participant (L4) in the present study stated that:…”

Section: Factors Influencing Curriculum Developmentmentioning

confidence: 86%

Incorporating Knowledge of Legal and Ethical Aspects into Computing Curricula of South African Universities

Wayman¹,

Kyobe

2012

JITE:IIP

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Executive SummaryAs students in computing disciplines are introduced to modern information technologies, numerous unethical practices also escalate. With the increase in stringent legislations on use of IT, users of technology could easily be held liable for violation of this legislation. There is however lack of understanding of social aspects of computing, and institutions have not integrated many of these aspects into their curricula. The present study investigates the extent to which legal and ethical issues relating to IT are integrated in the undergraduate curricula in South African Universities. It also examines the factors that impede such integration.A review of literature on ethics, computing legislation, and curriculum development was conducted. Research questions were formulated and mixed methods consisting of the study of handbooks, a survey, and follow-up interviews were employed to collect data from different universities in South Africa offering computing disciplines.The main findings suggest low levels of knowledge of especially legal aspects which constrains their incorporation into the curriculum. The process of integration is mainly influenced by departmental policies and politics. Most institutions have, however, integrated legal and ethical aspects as add-ons topics to existing computing curriculum courses as opposed to running separate courses focusing on the subjects. A guide is being developed to facilitate the incorporation of legal content elements into undergraduate computing curricula.

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Section: Factors Influencing Curriculum Developmentmentioning

confidence: 86%

Incorporating Knowledge of Legal and Ethical Aspects into Computing Curricula of South African Universities

Wayman¹,

Kyobe

2012

JITE:IIP

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“…To conduct ethics education instruction, the teacher needs to be aware of ethical and social issues technology is likely to confront the society with [17]. Therefore, such awareness should go beyond just the knowledge of principles prescribed by the codes of ethics, but also competently lead students through the ethical analysis learning process [35].…”

Section: B Teachers As Facilitators Of Ethical Awarenessmentioning

confidence: 99%

“…Several studies such as those conducted by [25], [48]- [51] studied ethical awareness on students but do not determine if those who are instructing the students, do have the ethical awareness required to teach the students and what their impact is on the students. Barnard et al [17] have demonstrated that computing instructors regard the teaching of computer ethics as importantly equal to the teaching of technological topics. We, therefore find it important to determine the extent to which lecturers involved in the teaching of software development are aware of software engineering codes of ethics, which are necessary and in some cases prescribed to instruct students.…”

Section: Research Advances On Software Engineering Code Of Ethics Awarenessmentioning

confidence: 99%

“…Therefore, the embracing of ethical codes by those involved in the education 585 | P a g e www.ijacsa.thesai.org of software development can significantly contribute to the improvement of ethical awareness of the future graduates. It is on that note that Barnard et al [17] advocate that the teaching of ethics concepts and actions that underpin them should be integral part of the training of any future ICT professional. Therefore, those involved in the teaching of software development should be aware of the profession's ethics so they that can be in a position to teach the students accordingly.…”

Section: Introductionmentioning

confidence: 99%

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Computing Academics’ Perceived Level of Awareness and Exposure to Software Engineering Code of Ethics: A Case Study of a South African University of Technology

Hans¹,

Marebane²,

Coosner³

2021

IJACSA

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The need for awareness on ethical computing is increasingly becoming important. As a result this challenges all stakeholders in the software engineering profession, including educators, to improve their efforts on the awareness of professional codes of ethics which provide framework for ethical reference. However, the several compromises in the software engineering practice suggest that there are some in the profession, who are not familiar with the profession's codes of ethics and subsequently not able to practice and teach students about them. This research work investigates the extent of codes of ethics awareness by practitioners who are teaching software development courses in an academic environment. An online questionnaire with indicators for measuring awareness on software engineering code of ethics was deployed and responded to by 44 educators. Graphical, univariate and bivariate analyses were conducted on the data to determine the profile of the respondents and the extent of their level of awareness on the codes of ethics. The results indicate that majority of the lecturers (54.5 %) are not aware of software engineering codes of ethics, and those who are aware, majority of them were exposed to through self-study or personal development. Furthermore, the inclusion of codes of ethics in the learning activities is minimal as inhibited by lack of awareness and failure to apply the codes practically. This study recommends that lecturing staff as part of the professional software engineers serving as academic corps, should be placed on programmes for exposing them to professional software engineering codes of ethics. Moreover, the study calls for accreditation of software engineering courses, as it is the case with other professional engineering disciplines, to improve awareness and subsequent practical application of the codes of ethics.

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“…Since 2001, different CS/IS departments have included computer ethics topics in their curricula. Various computer ethics topics have also been addressed by local researchers, for example (Britz, Boekhorst & Bothma, 2002;Charlesworth & Sewry, 2002;Lipinski, Buchanen & Britz , 2002;Pretorius, Barnard & De Ridder, 2002;Barnard, De Ridder, Pretorius & Cohen, 2003;Cloete, Pretorius & Barnard, 2003).…”

Section: Recent South African Computer Ethics Initiativesmentioning

confidence: 99%

Email and Misinformation: A South African Case Study

Pretorius¹,

Barnard²

2004

InformingSciJ

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This paper considers insights and lessons learnt surrounding the spread of misinformation resulting from a hoax email sent in South Africa on September 11, 2001. That email purported to link South Africans to the World Trade Center disaster in New York on 9/11. This paper discuses a case study based on the South African newspaper press coverage this incident received. The factual contents are provided in the form of a time line, followed by the grouping of stakeholders and a list of stakeholder comments of an ethical, social, or legal nature. Subsequently, the paper explores various ethical perspectives, employs different approaches to ethical analysis, and reaches an ethical conclusion regarding this incident. This is followed by a brief investigation of the perceived divergence of the ethical and legal perspectives. The paper concludes by expressing the hope that this case study, and the analysis thereof, will assist computing instructors in sensitizing their students to computer ethics issues related to misinformation, the use of email and the Internet.

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Integrating Computer Ethics into the Computing Curriculum: A Framework for Implementation

Cited by 9 publications

References 23 publications

Incorporating Knowledge of Legal and Ethical Aspects into Computing Curricula of South African Universities

Incorporating Knowledge of Legal and Ethical Aspects into Computing Curricula of South African Universities

Computing Academics’ Perceived Level of Awareness and Exposure to Software Engineering Code of Ethics: A Case Study of a South African University of Technology

Email and Misinformation: A South African Case Study

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